Climate change impacts, vulnerability and adaptation options among the Lozi speaking people in Barotse floodplain of Zambia.
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Date
2019-09-15
Authors
Mirriam Sampa, Moonga
Namafe, Charles
Milupi, Inonge D.
Njungu, Mwimanenwa
Mirriam Sampa, Moonga
Namafe, Charles
Milupi, Inonge D.
Monde, Pauline N.
Simooya, Steria M.
NJungu, Mwimanenwa
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Humanities Social Sciences and Education (IJHSSE)
Abstract
The aims of this study were: - to find out how communities in the Barotse floodplain of Mongu district in Zambia are affected by climate change, establish adaptation opportunities practiced by the Lozi people and to raise awareness and stimulate interest in matters of climate change. Using primary and secondary data sources, it was observed that the negative impacts of climate change among the Lozi people include; increase in atmospheric pressure and excessive heat and flooding, prolonged spells of unexpected changes in seasons, reduction in food production and security, as well as inadequate clean water supply and extinction of some plant and animal species. The study also revealed vast local ecological knowledge that, if utilised, may help in the adaptation of climate change. The study further showed that climate change awareness and education are key in mitigating and adapting to climate change effects, though it was not found in the area. The study strongly recommend regular climate change awareness activities in order to promote mitigation and adaptation, need to pay greater and particular attention to the vast local ecological knowledge exhibited by the Lozi people that would help in adaptation to climate change in the area.
Description
Keywords
Adaptation.
Barotse floodplain.
Climate change.
Impacts.
Mitigation.
Vulnerability.
Citation
Milupi, I. D, Njungu, et.al. “Climate Change Impacts, Vulnerability, and Adaptation Options among the Lozi Speaking People in the Barotse floodplain of Zambia". International Journal of Humanities Social Sciences and Education (IJHSSE), vol.6, no.9, 2019, pp. 149-157. doi: http://dx. doi.org/10.20431/ 2349-0381.0609017.